Many students from cultures outside the mainstream learn about mainstream cultures at home; consequently, they are often less monocultural than students whose backgrounds are within the mainstream. For this reason teachers of writing who work for the most part with students from mainstream cultures need to provide multicultural education which asks them to encounter people who are different. Three strategies are effective in teaching multiculturally in a primarily monocultural college-level composition class: (1) through the Transformational approach themes, perspectives, and concepts are brought into the curriculum in such a way that students are able to examine them from the viewpoint of different cultural groups; (2) through the Multicultural Content Approaches multiple viewpoints are provided on multicultural issues using a combination of Analysis of Oppression and Cultural Pluralism approaches; and (3) through methods which develop Critical Thinking Skills. A fourth approach is to discuss problems which affect members of many groups (e.g., poverty), but which looks at social problems through many perspectives. The two multicultural content approaches (Analysis of Oppression and Cultural Pluralism) provide an opportunity for teachers to ask tough questions just as the Critical Thinking Skills are necessary for students to deal with those tough questions. (Four tables are included. Contains 31 references. (NH)